A micro-ethnographic study of a Singapore Therapy Center’s collaborative practice in a holistic intervention program for children with special needs

• Main Author: Que, Dianne Clarisse L.
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Teams in the workplace; Children with disabilities—Education; Group psychotherapy for children; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/6565; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/13571/viewcontent/Que__Dianne_Clarisse_L.__A_Micro_Ethnographic_Study_of_a_Singapore2_Therapy_Center_s__Collaboration_in_a_HIP_for_CSN__Approved__Redacted.pdf
• Institution: De La Salle University

Given the importance of preparing children with disabilities to enter primary school, understanding how a holistic intervention program works is important to support the children’s needs to perform better at school. The purpose of this micro-ethnographic study is to examine a team of professionals working in a collaborative process and identify its essential elements, challenges, and implications on practical implementation. Five recurring themes emerged from the data. First, the hierarchical structure demonstrates varying team member’s involvement in the collaborative process. Second, setting a common time in collaboration is an essential element for members to be on the same page when working with the student. Third, case managers play an indispensable role as a liaison and mediator during collaboration. Fourth, the spontaneous discussions in collaboration serve as everyday activity when working together. Lastly, nurturing personal relationships among the members through social activities reduces the breakdown in communication.